scholarly journals “Don’t Delay Learning”: Igniting Promotion of Pedagogical Transformation Strategies in Early Childhood Care Education

2021 ◽  
Vol 20 (5) ◽  
pp. 177-188
Author(s):  
Shawe Thulebona ◽  
Nhase Zukiswa ◽  
Dube Bekithemba
Keyword(s):  
Early Childhood ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Hybrid Approach ◽  
Pedagogical Strategies ◽  
Face To Face ◽  
Care Education ◽  
Early Childhood Care ◽  
Childhood Care ◽  
To Come

The global pandemic COVID-19 has forced traditional teaching pedagogies to meet the new educational demands such as remote learning. The safety measures and regulations of COVID-19, such as social distancing, have challenged all facets of education to transform their pedagogical strategies to mitigate the spread of the pandemic, but the rate has been slow to catch up the lost learning time in Early Childhood Care Education (ECCE). This study, underpinned in critical emancipatory research, responded to two questions: what are the challenges of ECCE in the context of COVID-19 and how ECCE could adapt ways of promoting transformative pedagogical strategies. This article underpins the notion that ECCE practitioners should be equipped with novel technology methodologies that replace traditional face-to-face teaching and learning. However, it is reasonable to believe that face-to-face teaching and learning will not be totally replaced by any other new methodology or fads; it will remain important for some years to come, especially in the lower level classes. A hybrid approach of using both the in-person and distance learning strategies for flexibility and manageability by both learners and practitioners seems promising at the moment. In short, this paper explores the challenges to explore promotion of pedagogical transformation strategies in ECCE, and offers some correctives because this will be an ongoing issue for years to come. There are no easy solutions to be packaged in fancy terminology. We argue that the early promotion of transformative pedagogical strategies will assist the children and make the practitioners’ work more flexible and understandable.

scholarly journals Evaluation of the National Objectives of Early Childhood Care Education (ECCE) Programme in Gwagwalada Area Council of FCT, Abuja, Nigeria.

2020 ◽  
Vol 6 (2) ◽  
pp. 149-158
Author(s):  
Niyi Jacob Ogunode
Keyword(s):  
Early Childhood ◽  
Sampling Technique ◽  
Good Health ◽  
Smooth Transition ◽  
Care Education ◽  
Early Childhood Care ◽  
Adequate Care ◽  
Childhood Care ◽  
Simple Sampling ◽  
Descriptive Survey

The objectives of this study were to evaluate the national objectives of Early Childhood Care Education (ECCE) programme in Gwagwalada Area Council of FCT, Abuja, Nigeria. The research designed method adopted for this study was descriptive survey. The method used for selecting the sample of the study was purposive random sampling technique. 200 respondents were selected for simple sampling techniques. Questionnaire was used for data collection in the study and the reliability of the instrument was determined by using split-half method. The results the research showed that the national objectives of the Early Childhood Care Education (ECCE) includes; effect on a smooth transition from home to school, prepare the child for the primary level of education, provide adequate care and supervision for the children while their parents are at work (on the farm, in the market or offices), instill the social norms, instill the spirit of inquiry and creativity through the exploration of nature, the environment, art, music, playing with toys and so on, develop a sense of cooperation and team spirit, learn good habits, especially good health habits and teach the basics of numbers, letters, colours, shapes, forms and so on through playing. It has been achieved to the moderate extent in all the centres of sample in Gwagwalada area, council of FCT.

scholarly journals Fostering Eco-Cultural Literacies for Social, Cultural and Ecological Justice: A Perspective From Aotearoa (New Zealand)

2021 ◽  
Author(s):  
Jenny Ritchie
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Indigenous Peoples ◽  
Early Years ◽  
Pedagogical Strategies ◽  
Use Of Resources ◽  
Aotearoa New Zealand ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Sustainable Futures

© 2017, Springer Science+Business Media B.V. Pedagogies that reflect the eco-cultural literacies of local Indigenous peoples have potential to foster young children’s empathy for our planet as well as for other humans and for more-than-human kin such as mountains, rivers, forests, plants, fish, insects and animals. This article explores some ways in which early years educators can implement pedagogical strategies that encompass the eco-cultural literacies of local Indigenous peoples. These pedagogical strategies are illustrated through data gathered from children, teachers and families in two early childhood centres that participated in a wider study of early childhood care and education settings in Aotearoa (New Zealand). The data show how these pedagogical approaches can generate dispositions of respect and restraint with regard to use of resources whilst introducing children to traditional Indigenous sustainability practices. Eco-cultural literacies provide a counter-narrative to dominant discourses that perpetuate the exploitation of our planet and her resources whilst confining the focus of education to predetermined, narrow literacy and numeracy standards. In drawing upon ancient wisdoms, there are implications for how early childhood care and education settings internationally can engage in localised eco-cultural literacies that offer hope for sustainable futures.

scholarly journals Strategi Pembelajaran dalam Mengatasi Kesulitan Belajar Online Anak Usia Dini

2021 ◽  
pp. 113-132
Author(s):  
Khairunnisa Ulfadhilah
Keyword(s):  
Early Childhood ◽  
Online Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Face To Face ◽  
Children’S Learning ◽  
Face To Face Learning ◽  
Learning At Home ◽  
The Impact ◽  
Children's Learning

COVID-19 has an impact on all levels of education in Indonesia and has a major impact on early childhood, where the teaching and learning process needs to be done face-to-face, but due to the COVID-19 outbreak, the government's policy of face-to-face learning and online learning is carried out. Researchers conducting this research are interested in the learning strategies used by educators during the COVID-19 pandemic so that they can become a reference for parents in guiding children to learn online. The effect of learning for early childhood is difficulty in understanding explanations from educators, lack of socialization in children's lives because schools are held online, children's development and growth has decreased, children's achievement indicators will decrease. Online learning for children aged during this pandemic is not optimal because it has obstacles, namely COVID-19, which is the reason children experience the impact of learning at home. The research method used qualitative research to describe the findings in the field and then processed the data. The data collection techniques in the research that have been carried out are observation, interviews, and documentation. The results of this research are so that parents can guide, supervise and become a place for children's education in the family. Parents have a very big responsibility in educating and guiding children's learning online, the success of children's learning will be determined by parents if parents provide stimulation or guide when learning online.

scholarly journals Accessible Portfolios: Making it Happen in My Centre: an Action Research Study

2021 ◽  
Author(s):  
◽  
Lynne Steele
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Teaching And Learning ◽  
World View ◽  
Pedagogical Practices ◽  
Theoretical Frameworks ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Self Study ◽  
Teacher Researcher

<p>This thesis explores how I improved my portfolios assessment practices by making children s portfolios freely available to children, their parents and whānau in the early childhood care and education centre where I worked. As the teacher researcher I present an insider perspective, my world view on how I improved my pedagogical practices in order to gain a deeper understanding of children s learning, and my role in supporting children s learning. This study has two components, a) the writer as the teacher researcher and, b) accessibility of children s portfolios and the involvement of children in the portfolio process. This study uses a qualitative research design, a mixed methodology of self-study action research and case study. Three theories, ecological, sociocultural, and Donald Schön s (1983) theory of learning and practice have informed and guided this research. This eclectic mix of theoretical frameworks provided me with some valuable insights on ways of examining and using portfolios with children, and understanding children s views on their portfolios. The findings in this study are particular to the centre where I worked and they may not be generalisable to other early childhood care and education centres. Nonetheless, my experiences highlight the potential importance of the process and issues that arise from making portfolios accessible. The findings revealed that my experiences of engaging in self-study action research promoted within the centre a community of learners, and an enquiry approach to teaching and learning. The findings of this study suggest that making portfolios freely available provides children with an understanding of the purpose, contents and ownership of their portfolios. When children frequently use and share their portfolios with peers and teachers it can promote critical self-reflection and self-assessment of their learning. Involving children in the portfolio process makes visible to children the value of their contributions to their learning. Overall, this study has significantly improved my pedagogical practices. It has enhanced teachers learning which has in turn, benefited the children s learning. Beyond that, making the portfolios accessible has strengthened parental understanding of their children s experiences at the centre.</p>

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